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All Journal Jurnal Edukasi Terkini Journal of Research in Mathematics, Science, and Technology Education
Maeresera, Jones
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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STEM Teachers’ Use of E-Learning Resources in Scripted Lessons: Endeavours Toward Teacher Professional Development Mutseekwa, Christopher; Zimuto, Cefas Nyasha; Manunure, Kevin; Maeresera, Jones
Journal of Research in Mathematics, Science, and Technology Education Vol. 2 No. 2 (2025): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v2i2.40

Abstract

Globally, teacher professional development is increasingly gaining recognition as an intervention that ensures practitioners are equipped with the teaching competencies needed to keep abreast of a rapidly evolving educational environment. Developing professional competencies is critical to a science, technology, engineering, and mathematics (STEM) teacher’s growth. Empirical studies indicate that regular STEM teacher professional development (STEM-TPD) is necessary to develop these competencies. Drawing on the Technological, Pedagogical, and Content Knowledge (TPACK) framework, this mixed-methods study examines how beneficiaries of a Continuous Professional Development Certificate in Innovative Teaching Mathematics and Science (CPD ITMS) apply acquired skills to integrate e-learning resources into the teaching rehearsals of STEM subjects. Four purposively selected teachers take turns teaching scripted Mathematics, Biology, and Chemistry lessons. The teachers and one hundred and seventy (170) learners are participants in the study. Data is generated from Lesson Observations and Focus Group Discussions (FGDs) sessions. Findings reveal that the teachers’ abilities to integrate e-learning resources in teaching and learning were at different levels. The majority of them applied integration strategies that were teacher-centered rather than learner-centered. Other findings show that teachers’ inability to navigate within the Technological Pedagogical Knowledge (TPK) and Pedagogical Content Knowledge (PCK) aspects of the TPACK caused most of their challenges. Overall, lesson scripting provided for consistent teacher rehearsals and learners’ engagement that potentially heightened opportunities for teacher professional growth and sustained STEM-learning motivation for students. The study recommends sandwiched scripting that alternates with non-scripted, individually designed lessons to wean STEM teachers into sustainable capacity development.
Music Education Training and Classroom Practice: Evidence from Two Rwandan Teacher Training Colleges Maeresera, Jones; Ganyata, Obert
Jurnal Edukasi Terkini Vol. 3 No. 1 (2026): Janury-March-Forthcoming
Publisher : Borneo Novelty Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70310/

Abstract

Purpose – This study aims to analyze the disparities in music education provision within two Teacher Training Colleges (TTCs) in Rwanda and examine their practical implications in affiliated demonstration primary schools. The study seeks to understand how music education within teacher preparation programs contributes to learners’ creativity, cultural awareness, cognitive development, and emotional intelligence, and to what extent its implementation aligns with national curriculum expectations. Research Methodology/Design/Approach – A qualitative case study approach was employed to investigate the curriculum, pedagogical practices, and instructional readiness of TTCs. Data were collected through semi-structured interviews with primary school teachers, student teachers, and music tutors; classroom observations involving integrated lessons; and document analysis of lesson plans, curriculum frameworks, and resource inventories. This approach enabled a comprehensive exploration of how music education is delivered and contextualized in both TTCs and demonstration schools. Findings – The findings reveal substantial inconsistencies in the quality and frequency of music education instruction. Practical music lessons were allocated limited instructional time, and several instructors demonstrated insufficient musical competence and pedagogical confidence. Both TTCs and demonstration schools lacked adequate resources, particularly musical instruments and suitable teaching aids. In primary schools, music education was often intermittent or overlooked due to limited teacher capacity, resource shortages, and inconsistent curricular demands. Originality/Value – This study highlights a clear gap between teacher preparation and the actual delivery of music education in Rwandan primary schools. It recommends increasing practical music instruction time in TTCs, improving the availability of musical resources, and providing targeted professional development to strengthen consistent and effective pedagogical practice
The Compatibility of English Language Textbooks with Rwanda’s Competency-Based Curriculum in Primary Education Maeresera, Jones; Ganyata, Obert
Jurnal Edukasi Terkini Vol. 2 No. 4 (2025): October-December
Publisher : Borneo Novelty Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70310/10.70310/jet.2025.02041211

Abstract

The content of English language textbooks and the national Competence-Based Curriculum (CBC) in Rwandan primary schools are closely examined in this study. The study looks at selected elementary English textbooks (P2, P4, P5, and P6) and official curricular materials that have been approved or published by the Rwanda Education Board (REB). The study identifies areas of significant misalignments at the implementation level as well as areas of good design-level alignment in content and teaching intent using a critical content review method that blends content and theme analysis. Significant obstacles include the disparity between Kinyarwanda usage and English as the primary language of instruction, low teacher English proficiency, structural problems such as time constraints and overcrowded classrooms, and assessment practices that may inadvertently undermine CBC goals. Despite these obstacles, Rwanda has a clear legislative strategy that supports competence-based education, produces well-designed textbooks, and allocates funds for digital learning initiatives and teacher training. The findings point to a notable discrepancy between the successful use of high-quality educational resources in classrooms and their accessibility. To support improved English language proficiency and general educational standards in Rwanda, recommendations are made to strengthen policy alignment, improve teaching strategies, improve teacher preparation, and expedite resource allocation.
Co-Authors Ganyata, Obert Manunure, Kevin Mutseekwa, Christopher Zimuto, Cefas Nyasha